Paul Warwick

Position/Status

University Lecturer - Primary Science, ICT and Professional Studies

E-mail Address

ptw21@cam.ac.uk

Phone

01223 767544

Qualifications

BEd (Hons), BSc, MEd

Membership of Professional Bodies/Associations

Association for Science Education
British Educational Research Association
European Association for Research on Learning and Instruction
Member of Reflective Teaching Editorial Board (Chair: Professor Andrew Pollard): Reflective Teaching

Profile

Paul is engaged in a range of research and teaching activities in the Faculty that link directly with his interests in primary science education, the uses of ICT in teaching and learning, and the professional development of trainee and beginning teachers. His research interests have centred around young pupils' developing understanding of the scientific approach to enquiry and the ways in which ICT - and in particular interactive whiteboards - might help to facilitate classroom learning. He has an interest in classroom assessment practices and the development of teachers as reflective practitioners.

Paul is a member of Early Years and Primary Masters PGCE team, focusing on courses in science, ICT, DT and researching practice. He is Chair of Examiners for Section 1 (assignments) for the EYP PG and has responsibility for managing the use of the CamTools learning platform on the course. He is a convenor of the Teacher Education SIG at the Faculty and makes contributions to various MEd courses.

As a member of the editorial board of Reflective Teaching, Paul is responsible for updating and revising both the Reflective Teaching books (Continuum) and the RTwebsite. He is on the advisory group for the research project 'Challenging science teacher education: Gender awareness in constructing knowledge of science and science teaching', funded by the Swedish Research Council (2011-2013; PI Anita Hussénius, Uppsala University). From 2004-2008 he was external examiner of the BA and PGCE courses at Chester University; from 2011 he is the external examiner for Primary PGCE at York St. Johns.

Academic Area/Links

Science for the 3-13 age range
General professional studies, with a key focus on effective teaching and learning
ICT in teaching and learning
Sociocultural theory and application in educational settings

Research Topics

Procedural aspects of science
Writing frames as procedural scaffolds in science
Pedagogy and science
ICT and pedagogy
Dialogue and collaboration in pupil groups
Assessment
Men in Primary Education

Current Research Projects

Assessment for Learning across International Contexts - ALIC (consultant to Cambridge International Examinations)

Previous funded research projects

Interactive Whiteboards and collaborative pupil learning in primary science (ESRC funded, with Neil Mercer, Ruth Kershner and Judith Kleine Staarman - see IWBs and Collaboration). Project evaluated by the ESRC as 'Good'.
Bridging Practice and Research into Teaching and Learning with Technology (Sara Hennessy ESRC fellowship; co-researcher) Project evaluated by the ESRC as 'Very good'.
A professional development resource to support dialogic teaching with ICT (Newton Trust small grant, with Sara Hennessy)

Paul is an occasional reviewer for the journals 'Computers and Education', 'International Journal of Educational Research', 'Journal of Computer Assisted Learning', 'Research in Science and Technology Education', 'Learning, Media and Technology' and the 'Curriculum Journal' (this journal includes Paul's recent review of Eaude, T. (2011) Thinking through Pedagogy for Primary and Early Years. Exeter : Learning Matters)

Course Involvement

Undergraduate; Primary Postgraduate Masters; Masters

Selected Publications

Publications from January 2008

Warwick, P., Hennessy, S. and Mercer, N. (2011) Promoting teacher and school development through co-enquiry: developing interactive whiteboard use in a 'dialogic classroom'. Teachers and Teaching: theory and practice, 17, 3, 303-324

Dawes, L. (2011) Talking Points: discussion activities in the primary classroom. London: David Fulton (science knowledge sections by P. Warwick)

Kershner, R., Mercer, N., Warwick, P., & Kleine Staarman, J. (2010). Can the interactive whiteboard support young children’s collaborative communication and thinking in classroom science activities? Computer-supported Collaborative Learning, 5, 359-383.

Warwick, P., Mercer, N., Kershner, R. and Kleine Staarman, J. (2010) The vicarious presence of the teacher in pupil's learning of science in collaborative group activity at the interactive whiteboard. Computers and Education, 55, 350-362 (Available online at: http://dx.doi.org/10.1016/j.compedu.2010.02.001)

Warwick, P., Mercer, N., Kershner, R. and Kleine Staarman, J. (2010) Interactive Whiteboards and collaborative pupil learning in primary science. The Ultimate Guide to Interactive Whiteboards (pp. 8-9). Melbourne : Dataworks Australia and Engage Learning. (Practitioner publication: not refereed)

Hennessy, S. and Warwick, P. (Eds) (2010) Research into School Teaching and Learning with Whole-Class Interactive Technologies. Technology, Pedagogy and Education (Special Edition), 19, 2: includes editorial article 'Research into Teaching with Whole-Class Interactive Technologies', p127-131

Hennessy, S., Warwick, P., Mercer, N., Brown, L., Neale, C., and Rawlins, D. (2010). Using the interactive whiteboard to support classroom dialogue. In J. Douglas (Ed.), The Ultimate Guide to Interactive Whiteboards (pp. 12-16). Melbourne, Australia and New Zealand: Dataworks Australia and Engage Learning. (Practitioner publication: not refereed)

Mercer, N., Hennessy, S. and Warwick, P. (2010) Using interactive whiteboards to orchestrate classroom dialogue. Technology, Pedagogy and Education, 19, 2, 195-209

Mercer, N., Kershner, R., Warwick, P. and Kleine Staarman, J. (2010) Can the interactive whiteboard help to provide a 'dialogic space' for children's collaborative activity? Language and Education, 24, 5, 367-384

Warwick, P. and Kershner, R. (2008) Primary teachers' understanding of the interactive whiteboard as a tool for children's collaborative learning and knowledge-building. Learning, Media and Technology, Vol. 33, No. 4, 269-287

Sparks Linfield, R., Warwick, P. and Parker, C. (2008) 'I'm putting crosses for the letters I don't know': assessment in the early years, in D. Whitebread and P. Coltman (eds) Teaching and Learning in the Early Years: 3rd. Edition. London: Routledge

Pollard, A., Anderson, J., Maddock, M., Swaffield, S., Warin, J. and Warwick, P. (2008) Reflective Teaching: 3rd Edition. London: Continuum

In Press, Submitted and in Preparation

Hennessy, S., Warwick, P. and Mercer, N. (2011, in press) A dialogic inquiry approach to working with teachers in developing classroom dialogue. Teachers College Record, 113, 9. Available online

Warwick, J., Warwick, P. and Hopper, B. (2012, in press) A male only support group in Early Year and Primary initial teacher education: moving them beyond the 'freak show'. Teacher Development

Warwick, P. and Dawes, L. - It's not just a magic show: creativity and primary science (Chapter in Creativity and the Primary Curriculum, Eds. Jones & Wyse - forthcoming)

Warwick, P. and Chaplain, R. - Research with younger children: issues and approaches (Chapter in School-based Research, Ed. Wilson - forthcoming)

Warwick, P. (2012) Chapter 3 in Reflective Teaching 4th. Edition (in preparation)

Warwick, P. & Winterbottom, M. (2012) Chapter 8 in Reflective Teaching 4th. Edition (in preparation)

Recent Conferences (full list below)

Pollens Pedagogiques
Conference for Geneva Schools Syndicate (April 2011)
Institut Florimont, Geneva
Talking and thinking in the classroom: ideas for elaborating practice

EARLI (August 2011)
Exeter University
Using the interactive whiteboard to scaffold children's learning of science in collaborative group activity

Conceptualising and operationalising scaffolding in different educational settings: International Workshop (October 2011)
Faculty of Education, Cambridge
Workshop organiser
Presenter: Using the interactive whiteboard to scaffold children's learning of science in collaborative group activity (developed EARLI paper)